Ppt learning on elt.
•Download as PPTX, PDF•
0 likes•350 views
This document outlines a learning plan for English language teaching (ELT) for Group 1. It identifies 4 core competencies: (1) appreciating and practicing their religion, (2) respecting honest, disciplined, and caring behavior, (3) understanding knowledge based on curiosity about science, technology, arts and culture, and (4) trying, processing and presenting concrete and abstract concepts according to what is learned in school. The plan covers subject matter based on the 2013 thematic curriculum, activities like observing, questioning, exploring and communicating, and assessments including practice, observations, self and peer evaluations of process and results. Various media like audio, video, magazines and websites are recommended resources.
Report
Share
Report
Share
Recommended
Informing practices presentation -l. parkinson
This document discusses social studies in the primary classroom. It defines social studies as promoting civic competence and examining communities from local to global. Social studies incorporates disciplines like history, geography, and economics. At the elementary level, it focuses on family and community. The document outlines the social studies strands and topics in the Ontario curriculum for grades 1-3. It provides resources for lesson planning and discusses integrating social studies across other subjects in developmentally appropriate ways.
Presentasi prose and poetry 1
Connie finds Clifford's family cradle and tells Mrs. Bolton she wants a child, though she plans to have Mellors' baby. During a trip to the mining village of Uthwaite, Connie is disturbed by the landscape and people corrupted by the mines. She later visits Mellors at his home, where they have sex in the cabin. Though initially afraid of sensual abandon, Connie comes to orgasm and asks Mellors if he loves her, to which he replies that he loves how she opens herself to him.
Pronunciation..
The document provides guidance on teaching pronunciation to students. It recommends:
1. Having students repeat simple words and pay attention to lip, tongue, and throat movements to learn proper articulation.
2. Using visual media like phonetic symbols to help students differentiate between similar sounding phonemes like 'th' in 'thanks' and 'there'.
3. Introducing phonemes in pairs and having students practice the sounds through diagrams of mouth positioning to learn accurate pronunciation of sounds like 'r' and soft 'g'.
Report of Discussion
The document summarizes a group presentation on language learning approaches and methodology. It discusses the content presented, which covered 6 different methods. It also describes the technical presentation using PowerPoint, the engagement of the audience in questioning, and the results of a post-discussion quiz that evaluated the audience's understanding. The conclusion restates the topics discussed and suggests that teachers need an in-depth understanding of the similarities and differences between various teaching approaches and methods to best apply them.
02. the muslim world expands (web view)
The Ottoman Empire expanded from 1300-1700 through military conquest under Osman I and his descendants. Osman revolutionized the military by introducing new weapons and tactics. The empire continued growing as it took Byzantine lands, including conquering Constantinople in 1453. The Ottoman Empire reached its peak under Suleiman the Magnificent in the 1500s, controlling vast territories in three continents. However, internal conflicts and incompetent later rulers contributed to the empire's decline.
Better design dpcon 4a
The document provides tips for designing a blog that meets readers' needs and the blogger's goals. It recommends defining the blog's purpose and audience, understanding how readers consume content, using readable fonts and white space, adding helpful navigation and links, and tailoring the design style to the blogger's vision. The key is creating an easy-to-use format that provides what readers want rather than demanding attention.
Recommended
Informing practices presentation -l. parkinson
This document discusses social studies in the primary classroom. It defines social studies as promoting civic competence and examining communities from local to global. Social studies incorporates disciplines like history, geography, and economics. At the elementary level, it focuses on family and community. The document outlines the social studies strands and topics in the Ontario curriculum for grades 1-3. It provides resources for lesson planning and discusses integrating social studies across other subjects in developmentally appropriate ways.
Presentasi prose and poetry 1
Connie finds Clifford's family cradle and tells Mrs. Bolton she wants a child, though she plans to have Mellors' baby. During a trip to the mining village of Uthwaite, Connie is disturbed by the landscape and people corrupted by the mines. She later visits Mellors at his home, where they have sex in the cabin. Though initially afraid of sensual abandon, Connie comes to orgasm and asks Mellors if he loves her, to which he replies that he loves how she opens herself to him.
Pronunciation..
The document provides guidance on teaching pronunciation to students. It recommends:
1. Having students repeat simple words and pay attention to lip, tongue, and throat movements to learn proper articulation.
2. Using visual media like phonetic symbols to help students differentiate between similar sounding phonemes like 'th' in 'thanks' and 'there'.
3. Introducing phonemes in pairs and having students practice the sounds through diagrams of mouth positioning to learn accurate pronunciation of sounds like 'r' and soft 'g'.
Report of Discussion
The document summarizes a group presentation on language learning approaches and methodology. It discusses the content presented, which covered 6 different methods. It also describes the technical presentation using PowerPoint, the engagement of the audience in questioning, and the results of a post-discussion quiz that evaluated the audience's understanding. The conclusion restates the topics discussed and suggests that teachers need an in-depth understanding of the similarities and differences between various teaching approaches and methods to best apply them.
02. the muslim world expands (web view)
The Ottoman Empire expanded from 1300-1700 through military conquest under Osman I and his descendants. Osman revolutionized the military by introducing new weapons and tactics. The empire continued growing as it took Byzantine lands, including conquering Constantinople in 1453. The Ottoman Empire reached its peak under Suleiman the Magnificent in the 1500s, controlling vast territories in three continents. However, internal conflicts and incompetent later rulers contributed to the empire's decline.
Better design dpcon 4a
The document provides tips for designing a blog that meets readers' needs and the blogger's goals. It recommends defining the blog's purpose and audience, understanding how readers consume content, using readable fonts and white space, adding helpful navigation and links, and tailoring the design style to the blogger's vision. The key is creating an easy-to-use format that provides what readers want rather than demanding attention.
Download 09 eksistensi pendidikan islam di mesir-center
Pendidikan Islam di Mesir berkembang pesat pada masa Dinasti Fatimiyah. Dinasti ini mendirikan lembaga pendidikan Islam terkemuka yaitu Universitas Al-Azhar di Kairo yang menjadi pusat perkembangan ilmu-ilmu keislaman. Dinasti Fatimiyah juga mendirikan perpustakaan besar Dar Al-Hikmah untuk mengembangkan ilmu pengetahuan. Al-Azhar dan lembaga-lembaga pendidikan lainnya telah melahirkan tok
Presentasi prose and poetry 2
This document provides a summary of 32 chapters from the novel The Adventures of Tom Sawyer by Mark Twain. It summarizes the key events and plot developments in each chapter in detail. The purpose of the summary is to help students understand the intrinsic literary elements in the novel, such as characters, themes, and plot. It analyzes the relevance of concepts like writing style and how they are embodied in the novel.
Poetry analyses
The poem expresses the speaker's longing for a loved one who is physically absent. The speaker recalls fond memories of being together with this person and feeling their hands fit together perfectly. Without their presence, the night feels silent and lonely. The speaker sits in silence, waiting for their return, and finds sadness in the empty space between their fingers where the loved one's hand used to be. On nights spent looking at the stars from the porch, the speaker thinks of this person to ease their longing, but opening their eyes brings no relief from missing them.
01. Renaissance and Reformation 1300-1600
The Renaissance period from 1300-1600 saw a rebirth of classical learning in Italy that spread across Europe. Key developments included a rediscovery of ancient Greek and Roman texts and art, the spread of humanist ideas, and advances in areas like perspective in art. The invention of the printing press was crucial in disseminating new ideas. However, criticism of the Catholic Church grew and led to the Protestant Reformation sparked by Martin Luther in 1517 and the establishment of new Christian denominations. The Renaissance period marked the transition to the modern world.
English Syntax Material.
This document discusses different parts of speech and phrases in English syntax, including adjectives and adjective phrases, adverbs and adverb phrases, prepositions and prepositional phrases, and verbs and verb phrases. It provides examples and rules for each type. Adjectives modify nouns, adverb phrases can modify verbs, adjectives, or whole sentences, and prepositional phrases function as part of the predicate. There are different classes of verbs including transitive, intransitive, and ditransitive verbs that take different types of objects.
paper of English Learning Strategy
This document discusses different language learning approaches and methods. It begins by defining key terms like approaches, strategies, methods, techniques and models. It explains that a learning approach is a teacher's view of the learning process, and can be student-centered or teacher-centered. Learning strategies are activities to achieve learning goals, while methods are concrete ways of implementing strategies. Techniques are how teachers carry out methods. A learning model combines approaches, strategies, methods and techniques.
The document then discusses formal and functional approaches. Formal approaches are traditional and assume language learning is routine. Methods include grammar-translation and reading. Functional approaches emphasize direct contact with native language users. Related methods are discussed in more detail, including direct method,
socio affective strategy
Group 3 presented on socio-affective strategies related to socially mediated activity and trade with others. Socio-affective strategies involve cooperation and asking questions for clarification to help regulate emotions, motivations, and attitudes towards learning through contact and interaction. The group also discussed their belief that English should be the primary language of education in developing countries.
cross cultural understanding.
This document discusses nonverbal communication and cultural differences in nonverbal cues. It begins by defining nonverbal communication as communication without words, including facial expressions, gestures, eye contact, and personal space. It then explains that while some expressions like fear or disgust are universal, most nonverbal cues differ across cultures and must be understood in context. The document proceeds to discuss specific types of nonverbal communication like gestures, facial expressions, eye contact, and personal space or conversational distance. It notes that the interpretation of nonverbal cues can vary significantly between cultures and outlines some examples, such as differences in smiling, grief expressions, friendship displays, and eye contact norms. The purpose is to increase awareness of nonverbal communication and how its meaning depends on
Authentic and explicit research culture
Authentic and explicit research culture: Students’ induction into research, Dr Peter Mickan, Ingrid Winter, Dr Hiromi Teramoto; ERGA workshop, Adelaide September 2012
Week 1
This document provides an agenda and overview for an education course on social studies connections. It discusses expectations for the course, assignments including a current events assignment and work sample, and methods of instruction including microteaching and a learning exchange. It also prompts students to reflect on their prior experiences with social studies instruction and defines social studies and its goals. Finally, it lists assignments due by certain dates including reading assignments and tasks analyzing social studies standards and curriculum frameworks.
Lesson plan template .doc
This lesson plan is for a 45-minute English class for 10th grade students at Abba Love Christian School. The topic is invitations. The core competencies are affective (respecting religious teachings and behaving responsibly), knowledge (understanding science, technology, art and events), and psychomotor (developing concrete and abstract skills). The basic competency is applying social functions, text structure, and linguistic aspects of spoken and written interaction texts involving congratulations, compliments, and responses based on context. The lesson plan will analyze learners, set learning objectives, list materials, and outline the learning approach, strategy, methods, and three-step learning process of introduction, main activity and closure using various resources
Student voice and social bookmarking
The document summarizes a study on using the social bookmarking tool Diigo in an online Master's course. 15 students bookmarked and commented on readings for their final essays. Student feedback was cautiously positive - they found it useful to read other perspectives but comments tended to be superficial. Student marks improved compared to the previous year. The researchers conclude it was a reasonably positive experiment worth repeating with some refinements to encourage deeper critical engagement.
pepe382
The document summarizes a study on social presence in blended social work education. It examines how social presence, a sense of community, and communities of practice relate to students' field experiences. Preliminary data shows that students in blended field experiences had more and longer comments, showing more affect. Qualitative results found that students felt field experiences and discussing experiences with others were most beneficial for learning. Students indicated aspects like field experience and interacting with others facilitated social presence most effectively.
Designing With Teachers
This document discusses professional development for teachers in a culture of participatory learning. It introduces a working group that brought together stakeholders to discuss participatory models of professional development. The working group identified four core values of effective participatory professional development programs: participation, exploration, contextualization, and iteration. The document then introduces a collection of case studies that exemplify participatory approaches to professional development from various contexts.
Ecology
This presentation describes the collaboration between the library and biology teachers that started with research and ended in a round-table discussion.
Leading Literacy Session 2
This document provides guidance for developing an action research project to improve literacy at a school. It discusses developing a global view of school improvement by considering literacy, pedagogy, and leadership. It also discusses developing a research problem, understanding multiliteracies, defining texts and text practices, and connecting the research to pedagogy and leadership. Next steps outlined include using school data, sharing draft research designs, and evaluating another school's design.
CHS281Recap and assignment guidanceThis module addressed
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Inglés liberador
El pensamiento liberador basado en las propuestas de Paulo Freire, Simón Rodríguez y Prieto Figueroa en el marco del plan de la patria. Propone una educación que crítica, constructivista en la formación del dominio de una lengua extranjera (este caso el inglés), valorando los aspectos inherentes socio-culturales de toda lengua y adaptarlos a las presentes necesidades educativa como lo es el aprendizaje mixto, a distancia y el virtual interactivo.
More Related Content
Viewers also liked
Download 09 eksistensi pendidikan islam di mesir-center
Pendidikan Islam di Mesir berkembang pesat pada masa Dinasti Fatimiyah. Dinasti ini mendirikan lembaga pendidikan Islam terkemuka yaitu Universitas Al-Azhar di Kairo yang menjadi pusat perkembangan ilmu-ilmu keislaman. Dinasti Fatimiyah juga mendirikan perpustakaan besar Dar Al-Hikmah untuk mengembangkan ilmu pengetahuan. Al-Azhar dan lembaga-lembaga pendidikan lainnya telah melahirkan tok
Presentasi prose and poetry 2
This document provides a summary of 32 chapters from the novel The Adventures of Tom Sawyer by Mark Twain. It summarizes the key events and plot developments in each chapter in detail. The purpose of the summary is to help students understand the intrinsic literary elements in the novel, such as characters, themes, and plot. It analyzes the relevance of concepts like writing style and how they are embodied in the novel.
Poetry analyses
The poem expresses the speaker's longing for a loved one who is physically absent. The speaker recalls fond memories of being together with this person and feeling their hands fit together perfectly. Without their presence, the night feels silent and lonely. The speaker sits in silence, waiting for their return, and finds sadness in the empty space between their fingers where the loved one's hand used to be. On nights spent looking at the stars from the porch, the speaker thinks of this person to ease their longing, but opening their eyes brings no relief from missing them.
01. Renaissance and Reformation 1300-1600
The Renaissance period from 1300-1600 saw a rebirth of classical learning in Italy that spread across Europe. Key developments included a rediscovery of ancient Greek and Roman texts and art, the spread of humanist ideas, and advances in areas like perspective in art. The invention of the printing press was crucial in disseminating new ideas. However, criticism of the Catholic Church grew and led to the Protestant Reformation sparked by Martin Luther in 1517 and the establishment of new Christian denominations. The Renaissance period marked the transition to the modern world.
English Syntax Material.
This document discusses different parts of speech and phrases in English syntax, including adjectives and adjective phrases, adverbs and adverb phrases, prepositions and prepositional phrases, and verbs and verb phrases. It provides examples and rules for each type. Adjectives modify nouns, adverb phrases can modify verbs, adjectives, or whole sentences, and prepositional phrases function as part of the predicate. There are different classes of verbs including transitive, intransitive, and ditransitive verbs that take different types of objects.
paper of English Learning Strategy
This document discusses different language learning approaches and methods. It begins by defining key terms like approaches, strategies, methods, techniques and models. It explains that a learning approach is a teacher's view of the learning process, and can be student-centered or teacher-centered. Learning strategies are activities to achieve learning goals, while methods are concrete ways of implementing strategies. Techniques are how teachers carry out methods. A learning model combines approaches, strategies, methods and techniques.
The document then discusses formal and functional approaches. Formal approaches are traditional and assume language learning is routine. Methods include grammar-translation and reading. Functional approaches emphasize direct contact with native language users. Related methods are discussed in more detail, including direct method,
socio affective strategy
Group 3 presented on socio-affective strategies related to socially mediated activity and trade with others. Socio-affective strategies involve cooperation and asking questions for clarification to help regulate emotions, motivations, and attitudes towards learning through contact and interaction. The group also discussed their belief that English should be the primary language of education in developing countries.
cross cultural understanding.
This document discusses nonverbal communication and cultural differences in nonverbal cues. It begins by defining nonverbal communication as communication without words, including facial expressions, gestures, eye contact, and personal space. It then explains that while some expressions like fear or disgust are universal, most nonverbal cues differ across cultures and must be understood in context. The document proceeds to discuss specific types of nonverbal communication like gestures, facial expressions, eye contact, and personal space or conversational distance. It notes that the interpretation of nonverbal cues can vary significantly between cultures and outlines some examples, such as differences in smiling, grief expressions, friendship displays, and eye contact norms. The purpose is to increase awareness of nonverbal communication and how its meaning depends on
Viewers also liked (12)
Download 09 eksistensi pendidikan islam di mesir-center
Download 09 eksistensi pendidikan islam di mesir-center
Similar to Ppt learning on elt.
Authentic and explicit research culture
Authentic and explicit research culture: Students’ induction into research, Dr Peter Mickan, Ingrid Winter, Dr Hiromi Teramoto; ERGA workshop, Adelaide September 2012
Week 1
This document provides an agenda and overview for an education course on social studies connections. It discusses expectations for the course, assignments including a current events assignment and work sample, and methods of instruction including microteaching and a learning exchange. It also prompts students to reflect on their prior experiences with social studies instruction and defines social studies and its goals. Finally, it lists assignments due by certain dates including reading assignments and tasks analyzing social studies standards and curriculum frameworks.
Lesson plan template .doc
This lesson plan is for a 45-minute English class for 10th grade students at Abba Love Christian School. The topic is invitations. The core competencies are affective (respecting religious teachings and behaving responsibly), knowledge (understanding science, technology, art and events), and psychomotor (developing concrete and abstract skills). The basic competency is applying social functions, text structure, and linguistic aspects of spoken and written interaction texts involving congratulations, compliments, and responses based on context. The lesson plan will analyze learners, set learning objectives, list materials, and outline the learning approach, strategy, methods, and three-step learning process of introduction, main activity and closure using various resources
Student voice and social bookmarking
The document summarizes a study on using the social bookmarking tool Diigo in an online Master's course. 15 students bookmarked and commented on readings for their final essays. Student feedback was cautiously positive - they found it useful to read other perspectives but comments tended to be superficial. Student marks improved compared to the previous year. The researchers conclude it was a reasonably positive experiment worth repeating with some refinements to encourage deeper critical engagement.
pepe382
The document summarizes a study on social presence in blended social work education. It examines how social presence, a sense of community, and communities of practice relate to students' field experiences. Preliminary data shows that students in blended field experiences had more and longer comments, showing more affect. Qualitative results found that students felt field experiences and discussing experiences with others were most beneficial for learning. Students indicated aspects like field experience and interacting with others facilitated social presence most effectively.
Designing With Teachers
This document discusses professional development for teachers in a culture of participatory learning. It introduces a working group that brought together stakeholders to discuss participatory models of professional development. The working group identified four core values of effective participatory professional development programs: participation, exploration, contextualization, and iteration. The document then introduces a collection of case studies that exemplify participatory approaches to professional development from various contexts.
Ecology
This presentation describes the collaboration between the library and biology teachers that started with research and ended in a round-table discussion.
Leading Literacy Session 2
This document provides guidance for developing an action research project to improve literacy at a school. It discusses developing a global view of school improvement by considering literacy, pedagogy, and leadership. It also discusses developing a research problem, understanding multiliteracies, defining texts and text practices, and connecting the research to pedagogy and leadership. Next steps outlined include using school data, sharing draft research designs, and evaluating another school's design.
CHS281Recap and assignment guidanceThis module addressed
CHS281
Recap and assignment guidance
This module addressed creative approaches to the primary curriculum.
What is creative in all these approaches is the fact that they do not focus on one subject at any one time and as a result they do not follow a ‘traditional, conventional even conservative’ way of teaching school subjects to pupils.
Hence, we talk about pedagogic approaches that are promoting connections.
Cross-curricular (connecting curriculum) is a major theoretical underpinning of these approaches. Barnes labelled cross-curriculum approaches as liberating.
Barnes (2012, p.236) argued that: “Today cross-curricular approaches are believed to open up a narrowed curriculum, ensure greater breadth and balance and potential give each child the opportunity to find what Robinson and Aronica (2009) call their ‘element’”.
Barnes (2012, p.239-240) argued that: “…neuroscience, psychology and social science lead us to suspect that effective, lasting, transferable learning in both pure subject and cross-curricular contexts may be generated by: emotional relevance, engagement in fulfilling activity, working on shared challenges with others.”
Throughout the course of this module we saw how different, creative, pedagogic (inherently cross-curricular) approaches attempted to strike such emotional relevance with pupils, such a motivating engagement and all these within a ‘sharing’ context with others.
HOWEVER: The cross-curricular dimensions are essentially the responsibility of the teachers, especially in terms of devising, expediting and completing projects.
Cross-curricular teaching is not an easy task – teachers need to be mindful of their planning; Barnes (2012, p.248) tells us about: ‘…spurious links were often made between too many subjects, and little sense of progression or subject record keeping were possible.’ This is why teachers need to carefully decide which subjects can contribute and carefully write up learning objectives accordingly.
What is the theoretical underpinning of cross-curricular approaches?
Cross-curricular approaches reflect a constructivist and social constructivist approach to learning.
In constructivism, the basic idea is that the individual learner must actively construct knowledge and skills.
Dewey, Bruner, Vygotsky, Piaget have contributed to this notion of constructivism in learning.
Cognitive constructivism draws mainly from Piaget’s work on his theory of cognitive development. Piaget proposed that individuals construct their knowledge through experience and interaction with the environment.
Social constructivism with Vygotsky its main proponent, claims that the social context of learning is also very important.
Creative approaches
Story
Project/problem-based
Enquiry
Outdoors
Environmental Education
Education for sustainability
Margaret Dolnaldson (1978) Children’s Minds – embedded/dis-embedded contexts.
Szurnak and Thuna (2013, p.550-551) argued that: “Narrative is a powerful tool for teaching a ...
Inglés liberador
El pensamiento liberador basado en las propuestas de Paulo Freire, Simón Rodríguez y Prieto Figueroa en el marco del plan de la patria. Propone una educación que crítica, constructivista en la formación del dominio de una lengua extranjera (este caso el inglés), valorando los aspectos inherentes socio-culturales de toda lengua y adaptarlos a las presentes necesidades educativa como lo es el aprendizaje mixto, a distancia y el virtual interactivo.
160572975823-intro-to-social-studies.pptx
This document provides an introduction to social studies as a field of study. It defines social studies as the multidisciplinary study of past, present, and future societies from cultural, economic, geographic, and political perspectives. The goals of social studies education are to help students understand their role in the world and develop critical thinking skills to participate competently as citizens. An effective social studies curriculum incorporates 10 themes including culture, time and change, individuals and groups, power and governance, and global connections. Principles of effective social studies teaching are that it be meaningful, integrative, value-based, challenging, and active. The document also discusses reasons for lack of student interest in social studies, including an emphasis on other subjects and ineffective teaching
Ib parent night website[1]
The document provides information about the International Baccalaureate (IB) program, including its history and growth since 1968. It notes there are currently over 3,400 IB schools in 144 countries serving over 1 million students. The benefits of the IB program are highlighted as encouraging international-mindedness, engaging learning, and developing well-rounded students. Examples are given of how the IB curriculum framework focuses learning around central ideas, key concepts, skills, and learner attributes through units of inquiry.
Social studies methods and concepts for primary esoc
This document provides an outline for a course on social studies methodology for student teachers. The 3 credit course will be held on Tuesdays and Thursdays from 2:30-3:45pm in room SM-D1 during the January to May 2012 semester. The instructor is Marilynn Tulcey and the course will focus on developing lessons using constructivist approaches and tying in local and regional history, geography, culture and politics. Students will be assessed on their knowledge of social studies concepts and skills as well as their attitudes of tolerance, civic responsibility, and respect for other cultures.
February 24 PPT for LinkedIn
This document provides an overview of a professional development workshop for teachers on integrating social studies and English Language Arts (ELA) standards in grades K-8. The goals of the workshop are to explore how to design instruction incorporating both Social Studies and ELA standards, generate rigorous questions, evaluate vocabulary, and examine examples of literature. Teachers will learn integrative teaching strategies, collaborate with peers, and have opportunities for fun. The document discusses challenges of integrating literacy standards and outlines ELA and Social Studies standards.
Designing with Teachers: Participatory Models of Professional Development
Edited by Erin Reilly and Ioana Literat, this publication represents the collaboration of a working group composed of “a mixture of researchers, teachers and school administrators from a variety of disciplines, schools, and states,” who wanted to better understand how we might best prepare educators in order to incorporate “participatory learning” models into their classroom practices.
i3 2017
This document discusses a research project exploring communities of practice around information literacy among faculty at York St. John University. The research aims to understand differing conceptions of information literacy, establish if critical approaches are already part of teaching practices, examine how faculty experience and evaluate information literacy, and create a platform for information literacy dialogue. It reviews relevant literature on communities of practice and social learning approaches. Initial pilot interviews provided evidence that faculty have information literacy concerns and values embedded in their teaching, with one faculty more aligned with emerging critical approaches and one with traditional skills models.
Social studies Development in Early childhood Education-Portfolio prepared by...
Portfolio of Case Studies, Lesson Plans, Book collections & Strategies to work on Social Studies concepts in an Early Childood bilingual setting.
SOSE Programme: Recognition, Respect, Reconciliation
This document provides a rationale and outline for a unit on the topics of reconciliation, recognition, and respect between Indigenous and non-Indigenous Australians. The unit is designed for a Year 5/6 class and aims to explore these themes through role-playing activities, inquiry-based learning about historical events, and collaborative learning strategies. The goals are for students to develop empathy, understand multiple perspectives, critically examine cultural representations and biases, and reflect on how the past influences the present. The unit aligns with outcomes in the NSW curriculum framework and is intended to empower students to participate in society and develop civic responsibility.
The story so far: Solent's Curriculum Framework
This document discusses the development of Solent University's curriculum framework. It began with conversations about the university's educational purpose, unique selling point, and aspirations to have a consistent framework and shared principles. Extensive consultation was conducted with students and faculty, including 900 comments on a "wall", 143 interviews, and over 300 feedback cards analyzed thematically. The framework aims to balance the what, how, and why of the curriculum - the content, learning experience, and wider purpose of higher education. It draws on models of intellectual development and seeks to create significant learning experiences for students. The final draft of the framework is presented along with references that informed its creation.
Participatory Academic Communities - connectedness, openness and academic cit...
Participatory Academic Communities - connectedness, openness and academic cit...Rikke Toft Noergaard
Slides from Assistant Professor Rikke Toft Nørgård and PhD Fellow Janus Holst Aaen's invited talk at the Center for Higher Education Studies, Institute of Education, UCL on November 8th 2015 where Rikke Toft Nørgård have been a visiting academic in the Fall 2015: https://www.ioe.ac.uk/research/189.htmlSimilar to Ppt learning on elt. (20)
CHS281Recap and assignment guidanceThis module addressed
CHS281Recap and assignment guidanceThis module addressed
Social studies methods and concepts for primary esoc
Social studies methods and concepts for primary esoc
Designing with Teachers: Participatory Models of Professional Development
Designing with Teachers: Participatory Models of Professional Development
Social studies Development in Early childhood Education-Portfolio prepared by...
Social studies Development in Early childhood Education-Portfolio prepared by...
SOSE Programme: Recognition, Respect, Reconciliation
SOSE Programme: Recognition, Respect, Reconciliation
Participatory Academic Communities - connectedness, openness and academic cit...
Participatory Academic Communities - connectedness, openness and academic cit...
Recently uploaded
Temple of Asclepius in Thrace. Excavation results
The temple and the sanctuary around were dedicated to Asklepios Zmidrenus. This name has been known since 1875 when an inscription dedicated to him was discovered in Rome. The inscription is dated in 227 AD and was left by soldiers originating from the city of Philippopolis (modern Plovdiv).
How to deliver Powerpoint Presentations.pptx
"How to make and deliver dynamic presentations by making it more interactive to captivate your audience attention"
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Event Link:- https://meetups.mulesoft.com/events/details/mulesoft-mysore-presents-mule-event-processing-models/
Agenda
● What is event processing in MuleSoft?
● Types of event processing models in Mule 4
● Distinction between the reactive, parallel, blocking & non-blocking processing
For Upcoming Meetups Join Mysore Meetup Group - https://meetups.mulesoft.com/mysore/YouTube:- youtube.com/@mulesoftmysore
Mysore WhatsApp group:- https://chat.whatsapp.com/EhqtHtCC75vCAX7gaO842N
Speaker:-
Shivani Yasaswi - https://www.linkedin.com/in/shivaniyasaswi/
Organizers:-
Shubham Chaurasia - https://www.linkedin.com/in/shubhamchaurasia1/
Giridhar Meka - https://www.linkedin.com/in/giridharmeka
Priya Shaw - https://www.linkedin.com/in/priya-shaw
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher, Director of Education and Skills at the OECD presents at the launch of PISA 2022 Volume III - Creative Minds, Creative Schools on 18 June 2024.
How to Predict Vendor Bill Product in Odoo 17
This slide will guide us through the process of predicting vendor bill products based on previous purchases from the vendor in Odoo 17.
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...Nguyen Thanh Tu Collection
https://app.box.com/s/tacvl9ekroe9hqupdnjruiypvm9rdaneWhat is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Aberdeen
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Whether you're new to SEO or looking to refine your existing strategies, this webinar will provide you with actionable insights and practical tips to elevate your nonprofit's online presence.
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...Nguyen Thanh Tu Collection
https://app.box.com/s/qhtvq32h4ybf9t49ku85x0n3xl4jhr15Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
Stack Memory Organization of 8086 Microprocessor
The stack memory organization of 8086 microprocessor.
Recently uploaded (20)
Mule event processing models | MuleSoft Mysore Meetup #47
Mule event processing models | MuleSoft Mysore Meetup #47
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
Andreas Schleicher presents PISA 2022 Volume III - Creative Thinking - 18 Jun...
SWOT analysis in the project Keeping the Memory @live.pptx
SWOT analysis in the project Keeping the Memory @live.pptx
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
BÀI TẬP BỔ TRỢ TIẾNG ANH LỚP 9 CẢ NĂM - GLOBAL SUCCESS - NĂM HỌC 2024-2025 - ...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
What is Digital Literacy? A guest blog from Andy McLaughlin, University of Ab...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Elevate Your Nonprofit's Online Presence_ A Guide to Effective SEO Strategies...
Chapter wise All Notes of First year Basic Civil Engineering.pptx
Chapter wise All Notes of First year Basic Civil Engineering.pptx
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
BÀI TẬP DẠY THÊM TIẾNG ANH LỚP 7 CẢ NĂM FRIENDS PLUS SÁCH CHÂN TRỜI SÁNG TẠO ...
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.ppt
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
REASIGNACION 2024 UGEL CHUPACA 2024 UGEL CHUPACA.pdf
Ppt learning on elt.
- 1. Learning Planning on ELT GROUP 1
- 2. K I K II K III K IV
- 3. CORE COMPETENCY K I : Appreciate and practice the teaching of their religion K II : Respect and appreciate the honest behavior, discipline, responsibility, caring (tolerance, mutual cooperation), polite, confident, in interacting effectively with the social and natural environment in a range of social and existence.
- 4. K III : Understanding knowledge (factual, conceptual, and procedural) based on his curiosity about science, technology, arts, culture and events related seem eye phenomenon K IV : Trying, processing and presenting in the realm of concrete (using, parse, compose, modify, and create) and the realm of the abstract (writing, reading, counting, drawing, and fabricated) according to the learned in school and other sources in the same view point or theory.
- 5. SUBJECT MATTER Matter in 2013 curriculum Thematic Expression Social Function Linguistic element
- 6. ACTIVITY Observed Questioned Explored Communicated Associated
- 7. ASSESSMENT Practice Instruction Observations Written paper Self and counterpart assessment on process Result of learning Task and assighnemnt dairy, journal
- 8. MEDIA Audio CD/ VCD/DVD SUARA GURU Koran/ majalah berbahasa Inggris www.dailyenglish.com http://americanenglish.state.gov/files/ae/r esource_files http://learnenglish.britishcouncil.org/en/